JEMIMAH VERDADERO | BMMA 2B

Life and Works of COURSE OUTLINE

1. Introduction to the course and Republic
Rizal Act 1425 (3 hours)
2. 19th century Philippines as Rizal’s context
TTh 10:00 – 11:30 (3 hours)
3. Rizal’s Life, Family, Childhood and early
Education (6 hours)
GRADING SYSTEM 4. Rizal’s Life, Higher education and life
Abroad (8 hours)
Course Title: The Life and Works of Jose 5. Rizal’s Life, Exile, Trial and Death (8
Rizal hours)
6. Annotation of Antonio Morga’s Sucessos
No. of Units: 3 units
de las Islas Filipinas (6 hours)
No. of Hours: 54 hours 7. Letter to the Women of Malolos (4 hours)
8. The Indolence of the Filipinos (4 hours)
Grading System: 9. The Philippines a Century Hence (3 hours)
 Submission of assigned activity 10. Noli Me Tangere (3 hours)
15% 11. El Filibusterismo (3 hours)
 Student engagement 10% *3 hours are allotted for midterm and final
 Quizzes and Unit exam exams
30%
 Major Examination 45% COURSE RULES or REMINDERS
COURSE DESCRIPTION 1. When chatting with your professor, always
start with a formal greeting (Refuse to say
As mandated by Republic Act 1425, the hi, hello, or what’s up)
course covers the life and works of the 2. Introduce yourself (State your name, year
country’s national hero, Jose Rizal. Among level and section, and the subject)
the topics covered are Rizal’s biography 3. State the purpose of your message
and his writings, particularly the novels 4. Ask for clarifications in a respectful and
formal way
Noli Me Tangere and El FIlibusterismo,
5. End the conversation with gratitude
some of his essays and various
correspondence.
LEARNING OUTCOMES
At the end of the course, students should be
able to:
1. Discuss Jose Rizal’s life within the content
of 19th century Philippines
2. Analyze Rizal’s various works,
particularly the novels Noli me Tangere
and El Filibusterismo
3. Organize Rizal’s ideas into various
themes.
4. Interpret the values that can be derived
from studying Rizal’s life and works.
5. Display an appreciation for education and
love of country

CHAPTER 1
Introduction to the
Course and
Republic Act 1425
Why study Rizal?
It is of great importance that students
understand the rationale behind having to take
up a Rizal course in college. For high school
students, the Noli Me Tangere and the El
Filibusterismo are injected into the Filipino
subject as part of the overall curriculum. In
tertiary education, however, Rizal is a subject
required of any course, in any college or
university in the Philippines.
 Why study Rizal?
 What is the importance of studying Rizal?
 Why is Rizal one of the minor subjects
taken up in college?
 Why is Rizal included in the course
outline?
 What relevance does Rizal have in college
education?
The answers to such questions can be summed
up in two points:
1. First and foremost, because it is
MANDATED BY LAW.
2. Secondly, because of the lessons contained
within the course itself.
WHY STUDY RIZAL: BECAUSE IT IS
MANDATED BY LAW
JEMIMAH VERDADERO | BMMA 2B
- The teaching of Jose Rizal’s life, works,
and writings is mandated by Republic Act
1425.
- It is otherwise known as the Rizal Law.
SENATOR CLARO M. RECTO
- He was the main proponent of the Rizal
Bill.
SENATOR JOSE P. LAUREL
- The person who sponsored the Rizal Law
- He said that since Rizal was the founder of
Philippine nationalism and has contributed
much to the current standing of this nation,
it is only right that the youth as well as all
the people in the country know about and
learn to imbibe the great ideals for which
he died.
Policy statement of Rizal Law
The Rizal Law, enacted in 1956, seeks to
accomplish the following goals:
1. To rededicate the lives of youth to the
ideals of freedom and nationalism, for
which our heroes lived and died
2. To pay tribute to our national hero for
devoting his life and works in shaping the
Filipino character
3. To gain an inspiring source of patriotism
through the study of Rizal’s life, works,
and writings.
PRES. RAMON MAGSAYSAY
- On June 12, 1956, Magsaysay signed the
Rizal law requiring all schools in the
country to include Rizal’s life, works and
writings in the curriculum.
- The rationale behind the law was that there
is a need to.
- Enacted by: Congress of the Philippines
WHY STUDY RIZAL: BECAUSE OF
THE LESSONS CONTAINED WITHIN
THE COURSE
There are other reasons for teaching the Rizal
course in Philippine schools:

1. To recognize the importance of Rizal’s
ideals and teachings in relation to present
conditions and situations in the society.
2. To encourage the application of such
ideals in current social and personal
problems and issues.
3. To develop an appreciation and deeper
understanding of all that Rizal fought and
died for.
4. To foster the development of the Filipino
youth in all aspects of citizenship.
History of Rizal
Law
ROMAN CATHOLIC CHURCH
- The Rizal Law was strongly opposed by
the Catholic Church in the Philippines due
to the anticlerical themes in Noli Me
Tangere and El Filibusterismo, and
claiming that these novels would violate
freedom of conscience and religion.
- During the 1955 Senate Election, the
church charged Recto with being a
communist and an Anti-Catholic.
FR. JESUS CAVANNA
- He argued that the novels belonged to the
past
- He claimed that teaching them the novels
of Jose Rizal would be harmful to read
because of the false picture of the country,
and would misinterpret current conditions.
OPPOSITION TO THE BILL:
1. Catholic Action of the Philippines
2. The Congregation of the Mission
3. The Knights of Columbus
4. The Catholic Teachers Guild
Countered by:
1. Veteranos de la Revolucion (Spirit of
1896)
2. Alagad ni Rizal
3. The Freemasons
4. The Knights of Rizal
JEMIMAH VERDADERO | BMMA 2B
 In 1994, President Fidel V. Ramos
ordered the Department of Education,
Culture and Sports to fully implement the
law as there had been reports that it has
still not been fully implemented.
Republic Act No. 1425
June 12, 1956
AN ACT TO INCLUDE IN THE
CURRICULA OF ALL PUBLIC AND
PRIVATE SCHOOLS, COLLEGES AND
UNIVERSITIES COURSES ON THE LIFE,
WORKS AND WRITINGS OF JOSE RIZAL,
PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO,
AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FOR
OTHER PURPOSES
WHEREAS, today, more than any other period
of our history, there is a need for a re-
dedication to the ideals of freedom and
nationalism for which our heroes lived and
died;
WHEREAS, it is meet that in honoring them,
particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and
devotion their lives and works that have
shaped the national character;
WHEREAS, the life, works and writing of
Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant
and inspiring source of patriotism with which
the minds of the youth, especially during their
formative and decisive years in school, should
be suffused;
WHEREAS, all educational institutions are
under the supervision of, and subject to
regulation by the State, and all schools are
enjoined to develop moral character, personal
discipline, civic conscience and to teach the
duties of citizenship; Now, therefore,
SECTION 1. Courses on the life, works and
writings of Jose Rizal, particularly his novel
Noli Me Tangere and El Filibusterismo, shall
be included in the curricula of all schools,
 JEMIMAH VERDADERO | BMMA 2B
colleges and universities, public or private:
Provided, that in the collegiate courses, the
original or unexpurgated editions of the Noli
Me Tangere and El Filibusterismo or their
English translation shall be used as basic texts.
SECTION 2. It shall be obligatory on all
schools, colleges and universities to keep in
their libraries an adequate number of copies of
the original and unexpurgated editions of the
Noli Me Tangere and El Filibusterismo, as
well as of Rizal’s other works and biography.
SECTION 3. The Board of National
Education shall cause the translation of the
Noli Me Tangere and El Filibusterismo, as
well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine
dialects; cause them to be printed in cheap,
popular editions; and cause them to be
distributed, free of charge, to persons desiring
to read them, through the Purok organizations
and Barrio Councils throughout the country.
Approved: June 12, 1956
Published in the Official Gazette, Vol. 52,
No. 6, p. 2971 in June 1956.